Creative Writing Research Articles

.Using Office 365 for Developing EFL Creative Writing skill among Secondary Stage Students

.Using Office 365 for Developing EFL Creative Writing skill among Secondary Stage Students

Intellectual Connections of Iqbal and Saleem Ahmad: An Analytical Study

Salim Ahmad is a renowned Urdu poet and critic of Urdu literature. He is famous for his creative writings in which he analyzes the classical poets in different ways. One can disagree with his point of view but his questions can not be denied which he raises about the poetry of Iqbal whom he considers his favourite poet. In his writings and poetry we can see the influence of Iqbal’s poetry and thought. He has written the book “ Iqbal ak shair” in which he has raised many questions about the poetry and thought of Iqbal. This article is the study of intellectual connections of Iqbal and Salim Ahmad

Exploring the Relationship Between Creativity and Narrative Writing Proficiency of Pakistani Undergraduate ESL Learners

The study aimed to explore the relationship between creativity and narrative writing proficiency level among ESL undergraduate learners of a public sector university in central Punjab, Pakistan. The study adopted a version of Torrance Test of Creative Thinking (TTCT) as a framework. TTCT and IELTS written test rubrics were utilized for analyzing the data of 30 participants. The primary objective of the study was to measure the level of creativity exhibited in the narrative writing and its relationship with English proficiency. A significant positive relationship (r = .84) was found between creativity and narrative writing proficiency using Pearson’s correlation coefficient. The results showed that the students who demonstrated higher level of creativity also exhibited stronger writing proficiency levels. To compare the results, a paired sample t-test was used to confirm, and it was found that there was a significant difference between the scores of writing test and creativity. The effect of gender was also investigated, and females outperformed male participants. The study emphasized the importance of fostering creativity in narrative writing instructions to improve writing abilities among ESL learners. The study suggested that educators and institutions should integrate creative writing exercises and techniques into language instructions, acknowledging the potential advantages of increasing students’ imaginative abilities to improve their language proficiency.

The art of tattooing as a form of creative writing

The act of tattooing can be considered as a reflective and expressive creative process, which refers to creative writing (CW). Here, we attempt to connect tattooing with creative writing, focusing on the common elements that exist between them. Two investigations take place: one concerns the investigation of the role of tattooing in defining a person"s identity, and the second investigates the role of tattooing in the self-healing of individuals who have experienced a traumatic experience. In the first, ten people who have tattoos participate and answer semi-structured research questions, while in the second, specialist psychologists participate, who, through open interviews, convey the lived experiences of six of their "patients" with trauma management problems. Research findings confirm the connection between tattooing and creative writing, understood as a reflective and expressive creative process of externalizing one"s interiority with positive results for the same.

Characterizing Features of Creative Writing in Older Adults.

How does creative expression change across the life span? Although creativity is generally preserved well into adulthood, certain cognitive functions, such as episodic detail and ideational fluency, have been shown to decline with age. The present study employs computational linguistic analyses to investigate the salient features of creative writing in older adults. We collected short stories from a sample of 50 older adults (age 65≤) which were subsequently rated for creativity by an independent set of participants. Mixed-effects linear regression models were used to describe semantic diversity and perceptual details as predictors of creativity. Semantic diversity reflects the extent to which a narrative connects divergent ideas and is closely associated with creativity. Perceptual details, characterized by sensorial descriptions, have been previously associated with creative writing and may serve to transport readers to alternative times and places. Additionally, we compare these measures to a previously collected sample of stories from younger adults. Results indicate that the presence of perceptual details and semantic diversity were significant positive predictors of creativity (p < .05). Moreover, we find that stories written by older adults contain fewer perceptual details compared with stories written by younger adults. These results advance our understanding of age-related changes in creativity and highlight the potential role of episodic simulation in writing creative short stories.

Assessing the Use of Creative Writing Strategies in English Language Teaching in Jordan: Challenges and Teacher-Proposed Solutions from their Point of View

Objectives: This study aimed to investigate the degree English Language Teachers (ELTs) in Jordan apply creative writing strategies to teach writing. It also aimed to explore the challenges that face teachers when they apply the strategies, and their suggestions to overcome them. Methods: This study employed a mixed-methods approach, collecting quantitative data through a structured questionnaire involving 200 teachers from 48 government and private schools in Jordan. Qualitative data were also gathered through classroom observation notes and interviews with 20 participating teachers from the questionnaire. Results: The analyses revealed significant differences in teachers' usage of creative writing techniques based on their teaching experience. Specialized English language teachers with less than three years of experience showed a greater preference for these methods compared to those with longer teaching experience. However, academic qualifications, whether bachelor's or master's/doctorate degrees, did not significantly impact the usage of these strategies. Conclusions: The study highlights the necessity of implementing targeted training programs to enhance the usage of creative writing strategies among English language teachers. Additionally, it encourages further research to better understand the motivations and effects of using these strategies on improving English language teaching.

A suggested Strategy Based on Information Technology and its Impact on Developing Creative Writing Skills and Academic Self-efficacy among Alzawyaa EFL university Students

The current study aimed to construct a strategy based on information technology for teaching English (English course102), and its impact on developing creative writing skills and academic self-efficacy among Alzawya EFL university students. The literature and previous studies were analyzed to describe the study variables and construct the strategy the proposed strategy, in which teaching and educational practices in the strategy stages (revitalization, research and viewing, design the writing framework, digital publishing of written creativity, and final evaluation) were described. A test of creative writing skills (fluency, flexibility, and originality) was also prepared Including 9 items graded open-ended essay questions in creative writing skills, also the preparation of the academic self-efficacy scale, including (25) items in the following dimensions: (the student's self-motivation to learn, the student's confidence in the ability to achieve, perseverance and continuity in learning, self-regulation of learning and recall habits). The study relied on the experimental method, designing two groups, the experimental and the control group (before - after). The study based on the experimental method, designing two groups, the experimental and the control group (pre - post). The study sample consisted of (60) second-year college students studying the course (English 102), which aims to develop language proficiency in writing skills. The sample was divided into two groups: experimental (30) and control (30)

The Influence of Digital Media on Creative Writing

This study examines the impact of digital media on creative writing practices. Through a review of existing literature and analysis of relevant case studies, the study explores how digital platforms such as online blogs, social media, and interactive storytelling websites have reshaped the creative writing landscape. The findings reveal that digital media offer writers new tools and opportunities for experimentation, including multimedia elements and real-time audience engagement. However, challenges such as digital literacy and concerns about content authenticity also emerge. Overall, digital media have both positive and negative influences on creative writing, highlighting the need for further research and adaptation in the evolving digital environment.

Literary Rebels: A History of Creative Writers in Anglo-American Universities By Lise Jaillant

Literary Rebels: A History of Creative Writers in Anglo-American Universities By Lise Jaillant

Flipped Project-Based Learning Model in Creative Writing Class: How Do Students Need It?

Student needs for each course are different. Implementations that do not meet the needs will cause problems in the learning process. This study aims to analyze the characteristics of materials to be used in creative writing classes, especially while learning opinion writing that meets the students' needs of learning materials. This research is a quantitative descriptive study. Using purposive sampling technique, 38 of all students of the PGRI University of West Sumatra in the Indonesian Language and Literature Education Study Program, participated in this study. The students were asked to respond to an online questionnaire investigating their situation in the creative writing class, their needs and difficulties in learning materials about opinion writing as one of subtopics in the creative writing course. This research provides insights to design a Flipped Project Based Learning model using an e-learning platform. The results revealed that with the conventional learning, some students were less motivated and creative, so it is necessary to provide learning materials that can encourage all students' active participation and writing creativity without exception . Besides, the students need a complete and systematic set of learning materials about the concept of opinion writing that allows them to customize the topics and ideas for writing opinions, along with lecturer guidance in understanding the concept of writing the opinions. Additionally, the materials should be able to help them deal with their difficulties in determining ideas and the title of the opinion essay.

Improving Students’ Creative Writing Ability Through SCAMPER Technique

The acquisition of writing is considered one of the most fundamental targets of EFL learners. It is widely accepted that teaching and learning techniques are recognised as crucial factors contributing to learners’ development of language skills. The SCAMPER is an effective technique for promoting learners’ creative writing skills. The increasing number of learners of English as a foreign language has led to a number of intervention studies that have attempted to investigate the effect of the SCAMPER technique on the students’ creative writing. A small number of studies have focused on the SCAMPER’s influence on the EFL Iraqi university students’ creative writing. Hence, the main aim of this study is to examine the impact of SCAMPER intervention on improving EFL Iraqi university students’ creative writing. This study was a quantitative study which adopted the quasi-experimental design. Forty students were recruited. A pre-post writing test and a questionnaire were used to collect the data. This study showed that there is a statistically significant difference between the student’s performance in favour of the post test. The students also showed a positive attitude toward using SCAMPER technique to develop their creative writing. Furthermore, there were no statistically significant differences between the two sexes in their creative writing performance in both pre and posttests.

A Recuperation of the Oppressed and Subjugated Women in Arundhati Roy’s the God of Small Things

Postmodern Indian literature in English is a powerful expression of Indian women writers who have made significant contributions to the world of English fiction. The volume, diversity and maturity of the Indian novel have grown considerably. Famous writers like Kamala Markandaya, Nayantara Sahgal, Kamala Das, Arundhati Roy, Anita Desai, Shashi Deshpande and many others have given their creative outlet the enrichment of literature in recent decades by sensitively exposing various issues on the gender bias of women and society. In their creative writings, female characters either rebel against the subjugation of women and the oppressive role of family, society, religion and culture, including long-standing patriarchy, or they reinvent the feminine ethos. The God of Small Things Arundhati Roy's debut novel is a saga about the eternal suffering of women in a patriarchal society, who were oppressed and even deprived of their socio-political, economic identity and basic human rights. Roy excels at how women are victims of violence, exploitation, marginalization, suffering and exile. The novel deals with the suffering, struggle and transformation of three generations of women: Mammachi, Ammu and Rahel. This idea is the basis of this research, which tries to find out how painfully three generations of Women in the novel suffer.

Language and literature in the information economy: the state of English, English and the state

The impact of colonialism and empire and then of transport, logistics, advertising, media, cinema, radio, tourism, and the internet extended the global reach of English. With 1.13 billion speakers, one in seven in the world now has some English competence. Within this global circulation of English, we have the global teaching of English language and literature, most recently captured for Britain in a June 2023 British Academy report, the relevant findings of which are the decline in the information age and under neoliberal governments of university students reading English Literature and the rise of Creative Writing and world literatures in translation. I distinguish global from world Englishes as the hegemonic language of global trade and finance from more bottom-up Englishes mixed with other languages on the streets; discuss the state of English studies globally; and propose decolonising and denationalising the curriculum. The notion of national languages, identifying a language with national unity, is a very modern idea, only about three centuries old and arising with the formation of modern nation-states. We might use the lived histories of global and world Englishes to transcend both romantic revolutionary and far-right exclusionary nationalisms in literary and language studies in favour of more cosmopolitan, multilingual, and convivial approaches.

Connecting to Resilience, Hope, and Spirituality through a Narrative Therapy and Narrative Medicine Creative Writing Group for People Affected by Cancer

In this article, the authors will describe a creative writing therapeutic group program they developed based on narrative therapy and narrative medicine principles. This was a Social Science and Humanities Research Council—Partnership Engagement Grant funded project, the aim of which was to develop a facilitator’s manual for people interested in offering this group, titled “Journey through Words”. The link to the agency partner’s website, where the manual is available, is provided. The group program is structured over 6 weeks and includes a writing prompt each week, focusing on the storyline of resilience rather than the storyline of diagnosis or disease. Using a narrative inquiry approach, the facilitators kept brief field notes following group meetings. These field notes indicate that although spirituality was not planned as an identified focus of the program, due to the space narrative therapy provides for people to describe their values, preferences, and hopes during hardship, the experience of the group was that members shared reflections which were deeply spiritual in nature.

Translation of literary texts and online collaboration: Breaking barriers through virtual exchange

Literary translation usually brings linguistic, textual, cultural, and pragmatic problems into perspective. As a knowledge-transfer process, it also demands a set of skills as the translator intends to convey, to some extent, the literary subtleties of the original. Graduate students attending a MA seminar of Translation of Literary Texts are frequently asked to undertake the process of translating a selection of excerpts of a variety of literary texts, to acknowledge difficulties and set up strategies for achieving their work. One of the most rewarding tools available to literary translators is working with the author, which is not always feasible in real-life activity and even more unlikely in Literary Translation classes. This report presents the practice of virtual exchange by describing the experience of matching Creative Writing students with students attending a Translation of Literary Texts seminar. Online collaboration gave Literary Translation students a sense of real-life experience by having the opportunity to communicate and work with the author, translating unpublished and untranslated texts. It was not only an opportunity of participating in a collaborative international project by means of virtual exchange, but also an opportunity of translating with the author.

Writing to Keep on Living: A Systematic Review and Meta-Analysis on Creative Writing Therapy for the Management of Depression and Suicidal Ideation.

The purpose of this review and meta-analysis was to explore the effectiveness of creative writing therapies for the management of depression and suicidal ideation. Twenty one of the 31 reviewed studies showed that creative writing significantly improved depressive symptoms, while five studies suggested improvement in other symptoms. The results of meta-analyses showed that narrative writing significantly reduced depression compared to those in neutral writing or treatment as usual condition in both post intervention and follow-up. However, the number of studies exploring the effects of creative writing in suicidal ideation was too low to perform a meta-analysis. A structured and well-targeted intervention using creative writing could have beneficial results for the management of depressive symptoms. More studies are needed to explore the potential benefits of creative writing for reducing suicidal ideation.

The Effect of the Story Completion Technique on Creative Writing Skills

Written works are the most significant tool in transmitting a society's culture to future generations. Therefore, enhancing the effectiveness and usage of creative writing is important. Various methods and techniques are employed in writing education to foster a love for writing from a young age and to aid in producing creative writing works. One such method involves completing unfinished stories. This study aims to demonstrate the effect of the story completion technique on students' creative writing skills. The study was conducted using a pre-test, post-test control group design among experimental studies. The sample consisted of 37 fourth-grade students from a primary school in the Central Anatolia Region, Türkiye with 19 in the experimental group and 18 in the control group. The experimental group was subjected to the story completion technique, while the control group received no special treatment and followed the Turkish language curriculum as planned by the teacher. The interventions lasted for 8 weeks. Data were collected by scoring students' creative writing products using the “Creative Writing Products Evaluation Scale” and were statistically processed using the SPSS software package. In the analysis of the data, the t-test was used for paired comparisons, and significance was sought at the .05 level. The results showed that students in the experimental group, who used the story completion technique, had significantly higher writing scores than those in the control group. Furthermore, it was observed that the writing levels of students in the experimental group improved from medium to good. These results indicate that the story completion technique is effective in enhancing students' creative writing skills.

Teaching Creative Writing: Éilís Ní Dhuibhne, Theorist and Practitioner

This article reviews Éilís Ní Dhuibhne’s career as a teacher of creative writing at University College Dublin and demonstrates her formidable contribution to the theory and practice of creative writing teaching. It draws from the 2011 symposium which she organised on the teaching and learning of creative writing in Ireland, and the subsequent publication Imagination in the Classroom, which she co-edited. Together the symposium and publication can be seen as the context in which the teaching of creative writing in Irish higher-level institutions assumed the mantle of an autonomous, professional discipline.

Best and Other Friends: A Creative Essay

With Éilís Ní Dhuibhne’s bildungsroman, The Dancers Dancing, as a point of departure, this creative essay opens with the protagonist Orla, who is somewhat plump and awkward, and her close friendship with the more sophisticated Aisling. They are in their early teens in the novel, which is set in the Donegal Gaeltacht, where they are a part of a group of girls and boys spending a month learning the Irish language and culture including dancing at a céilí. The essay moves on to imagine Orla and her changing friendships as an adult, both briefly as a Masters student in Creative Writing at the University of East Anglia and then as an assistant professor at Trinity College. The focus is on Orla’s friendships as an acclaimed writer of fiction. This entails making new friends and colleagues in Ireland’s literary world, but also includes intrigue, inspired by Ní Dhuibhne’s novel Fox, Swallow, Scarecrow and short story ‘A Literary Lunch’. With Orla’s success – and her prominence as a literary critic – comes envy and loss of a friend who used to support her. As an antidote against such intrigue, Orla appreciates her close friendship with Emily, even as she moves abroad, and they are left to communicate online via Skype. Eventually, Orla finds Aisling on Facebook and they reunite in the shelter of old friends from the past.

Continuing language teacher education: L2 experienced teachers engage in the craft of creative writing

Written self-expression in a foreign or second language (L2) is highly important for the 21st century yet the most difficult and underdeveloped of the four language skills. A promising direction to ensure L2 teacher motivation and writing skills is for them to experience the process of developing their own expressive writing. Experienced L2 teachers, many non-native English-speaking teachers (NNESTS) worldwide, often lack opportunities and motivation to improve their own L2 expressive writing. This exploratory study investigated the professional development (PD) of 15 experienced L2 teachers in an M.Ed. program who engaged with unique CW craft tools in a semester workshop course. Creative writing (CW) has been shown to contribute to L2 learner language development but has been ignored as a PD tool for L2 teachers. Mixed methods, using written open and closed pre-posttest questions, written final portfolio reflections and instructor field notes, assessed teacher changes. Three major themes emerged: changes in the teacher as a writer; changes in teachers’ cognition about CW; changes as L2 teachers of expressive writing. The third theme will be addressed in a different paper. Teachers underwent changes in the following areas: increased written proficiency; more effective beliefs and knowledge about CW; improved cognition, i.e., increased appreciation for the process and products of CW. Examples of course units and CW craft tools are included.